Contextualization
There is a significant number of factors that affect and shape the identity of the individuals, including language, culture, ethnicity, race, and other defining features. These parameters are closely interconnected and determine the social behavior and perception of people. In particular, language has been explained as an indicator of social and cultural interaction (Nortier, 2018). In contemporary multinational societies, people encounter linguistic, ethnic, and cultural varieties due to the ongoing process of globalization (Nortier, 2018). In general, such tendencies are beneficial since people get accustomed to diverse cultural practices and expand their social understanding.
Problem
However, the close interconnection of language and identity might also be the cause of discrimination. Discrimination is a prominent phenomenon that primarily occurs on a racial basis; however, any type of identification might lead to prejudice due to stereotypes, stigma, unjustified hatred, and mere close-mindedness. The linguistic identity is similar in the sense that discrimination frequently occurs due to the difference in languages that people speak. Furthermore, language discrimination is noticeable not only on an individualistic level but also in organizational and educational policies. For instance, Thapa and Adamson (2017) have examined the issue of linguistic discrimination of Nepali students in Hong Kong and found that their cultural and linguistic heritage is highly oppressed. Nepali students report that they have experienced discrimination based on a linguistic basis, both from teachers and peers (Thapa & Adamson, 2017). Furthermore, while the official language of education in school is English, the professors frequently resort to Cantonese and favor Chinese students (Thapa & Adamson, 2017). Unfortunately, such types of linguistic discrimination are frequent at the educational level.
Analysis
While the individual efforts might not change the attitude toward linguistic discrimination immediately, teachers and students should unite their efforts in the campaign against language prejudice. The oppression might occur not only due to systematic discrimination but also affect exchange students and students with disabilities. In such cases, the teacher is highly responsible for eliminating any types of linguistic discrimination and providing equal services to the students. To battle the issue, professors need to adapt the transformative mindset and promote social equality and language tolerance (Leal, 2021). In general, the transformative mindset implies that if the teacher encounters linguistic discrimination from students or other professors, he or she should encourage them to cease this practice (Leal, 2021). Within this framework, professors promote critical thinking, which eventually leads to tolerance in regard to culture, language, religion, and other defining features that determine identity. Ultimately, teachers play a crucial role in the education process and should act accordingly.
Reflection
In most cases, teachers act as leaders and role models for students; therefore, it is essential that professors are knowledgeable in the mentioned subjects and do not promote any type of discrimination. As a teacher, I consider it vital to adjust the lessons in such a way that no students feel discriminated against. I consider that the language policies of the educational institution should be regulated; however, it does not mean that exchange students with poor language skills should be left without support. Let alone; the policies should never promote any type of linguistic or cultural discrimination on the basis of identity. Therefore, I believe that it is the moral duty of the teacher to promote equality in regard to linguistic capabilities and ensure that every student has a productive and nutritious experience in school. In the future, I plan to adjust my practices accordingly and support the students in case of need.
References
Leal, P. (2021). The development of the teacher attitudes to discrimination in language education scale: A measurement tool of critical consciousness for language teachers. Education Sciences, 11(200), 1-14. Web.
Nortier, J. (2018). Language and identity practices among multilingual Western European youths. Language and Linguistics Compass, 12(5), 1-24. Web.
Thapa, C. B., & Adamson, B. (2017). Ethnicity, language-in-education policy and linguistic discrimination: perspectives of Nepali students in Hong Kong. Journal of Multilingual and Multicultural Development, 39(4), 329–340. Web.